Ability to be aware of one’s emotions, regulate one’s own emotions and accurately read the emotions of others; students with low emotional/social intelligence have undesirable life outcomes

LEARNING DISORDERS:

10-15% of population

AUTISM:

1 to 2500 to 10,000 with male to female ratio 4:1; behavior modification, shaping and direct hands on teaching with pictures are common interventions; also toys, increased structure, motor imitation and family participation

ADHD:

Associated with dysfunctional frontal lobes; research is still emerging

DOWN SYNDROME:

impacts 1 of 800 people; caused by an extra chromosome – usually also have mental retardation, interventions associated with this include hands-on learning, tight structure in the classroom, visual communication systems; and social skills training

Significant Identifiable Emotional Disability; disability of children that must be impacted in various settings (one of which is school); cannot be due to situational factors and interventions must have been attempted

SPEECH AND LANGUAGE DISABILITIES:

Difficulty with expressive and/or receptive language – must fall below the 9th percentile on a speech language assessment such as the CELF or Peabody tests

ESL:

English as a Second Language; do not fully understand the English language; NASP wants child instructed in both languages; full immersion instruction only within a child’s nature language is not supported

READINESS:

Denotes a student’s biological and physiological maturational level to enter school (usually kindergarten)

Dynamic assessments require student to perform a typical classroom task (reading); sometimes take place in actual environment where behavior is seen.

PERSON CENTERED COUNSELING:

Strives for congruence between the real and ideal self; believes that people naturally seek growth toward personal and universal goals (Maslow, Adler, Rogers)

EXISTENTIAL COUNSELING:

Find unique meaning and purpose in the world; increases self-awareness and stresses importance of choice; focus on present and future; (Frankl)

ADLERIAN THEORY:

Motivated by social interests and striving toward goals; goals drive behavior; emphasis on taking the person’s perspective and altering it to yield productive results

PSYCHOANALYTIC COUNSELING:

Based on early life experience; unconscious motives and conflicts drive behavior; goal is to make one aware of the unconscious desires through interpretations

SYSTEMS THERAPY:

Individuals are part of a larger living system ; treats the family and other systems in therapeutic change process; aka ecological approach and is NASP endorsed perspective

COGNITIVE BEHAVIORAL THERAPY (CBT):

Intervention approach and endorsed as best practice; central principles place emphasis on person’s belief system as cause of problems; internal dialogue key role in behaviors along with faulty assumptions and misconceptions; modified through role play or other active interventions

Focuses on the wholeness and integration of thoughts, feelings and actions; key to move a person from external locus of control to an internal locus of control

REALITY THERAPY:

Centers on choices people make and how they are working for them; objective is to have clients take charge of their own life by examining the choices they make (Glasser)

SOCIAL SKILLS TRAINING:

Involves 4 processes: Instruction, rehearsing, providing feedback/reinforcement and reducing negative behaviors; modeling and role-playing are important techniques in this intervention

BEHAVIOR MODIFICATION:

Response cost effective method – the removal of an earned reward that reduces or modifies negative behaviors (making a mess in the cafeteria must give up recess to clean up the mess); overcorrection is when he is required to clean up others mess as well as his own (aka RESTORATIVE JUSTICE)

SELF-DIALOGUE:

Cognitive approach to changing behavior – vital to understand what the student is saying to himself before, during, and after an undesirable act; changing self talk can modify certain behaviors

FBA:

Antecedent, Behavior and Consequence maintaining behavior; What is the payoff for the behavior?

PREMACK PRINCIPLE:

To modify behavior; emphasizes that a desirable task can reinforce a lower level task (ex. Watch TV after doing the dishes)

GENERAL COUNSELING FORMAT:

Define the problem; brainstorm ideas to address the problem; implement the plan or modification; evaluate the intervention’s effectiveness

Differences and deviations from the average; +/- one standard deviation = 68% of the population

MOST COGNITIVE ASSESSMENTS HAVE A MEAN OF:

100 w/ Standard deviation of 15

STANDARD SCORE OF 100 is:

Average

IPSATIVE SCORES:

Examines a pattern of scores within an individual to determine individual strengths and weaknesses ; compares scores to the test taker instead of to a group

CRITERION MEASUREMENT:

Not based on the Bell Curve but instead is based on a specific criteria or content to be mastered; used in self-paced studies

STANDARD ERROR OF MEASUREMENT:

Used to develop confidence brackets on a standardized test; represents the level of error expected in measuring a trait (and confidence that a persons’ true score will fall within a range of scores)

Z SCORES:

Mean of 0 and a SD of 1

T SCORES:

Mean of 50 and SD of 10 (don’t confuse with standard scores)

PERCENTILE:

Percentage of people who score at or below the percentile score; percentiles use percentages but are not percentages themselves

PREFERENCE FOR STANDARD SCORES BECAUSE:

They are equal interval scores; other types of scores are not equal in their measurements of central tendency

EFFECT SIZE:

Statistic that illustrates the overall effect of an intervention

STANDARDIZED TESTING:

Follows strict administration, scoring and interpretation rules; have verifiable statistical properties associated with the test’s validity and reliability; shows what is Normal

RELIABILITY:

Vital for standardized tests; the ability to produce similar results over time; IQ results remain stable across time

VALIDITY:

Tests ability to measure what it purports to measure

VALIDITY TYPES – CONVERGENT

when a new test is correlated with an established test

TYPE I ERROR:

When you say something is true but it is not (rejecting the null hypothesis)

TYPE II ERROR:

When you state something is false, but it is really true (accepting a null hypothesis)

CORRELATION:

Association or relationship between variables (ex. Smoking and lung cancer but does not mean that one variable causes another); correlations above .70 are said to be strong and desirable; useful in predicting results;

META ANALYSIS:

Examination of several studies to ascertain the validity of a construct or hypothesis

RAISE THE POWER OF AN EXPERIMENT:

Increase the number and types of participants; makes results more reliable and valid

LEARNED HELPLESSNESS:

Sense of hopelessness and depression that develops from a pattern of failures (Seligman)

ATTRIBUTION THEORY:

How people attribute success or failure to internal or external forces (Dweck)

States that people learn not only through reinforcers and punishers (i.e. Skinner) but also through observation; (Bandura) children can act aggressively by watching violent behavior of others - his term is modeling

KOLHBERG'S STAGES OF MORAL DEVELOPMENT:

1 - Pre-conventional is when child's behavior is motivated by fear of punishment; 2 - conventional stage focuses on conformity of social norms and desire to avoid disappointing others; 3 - post conventional stage centers on high ethics and moral principles of conscience

PIAGET'S THEORIES:

Progressive adaptation to the environment through assimilation and accommodation; infants are predisposed to acquire information by interacting with their environment

PIAGET’S ACCOMMODATION:

Modification of mental schemes in response to the demands of the environment

PIAGET’S ASSIMILATION:

Using existing ideas in new situations – an attempt to generalize what is learned

PIAGET’S STAGES:

Sensorimotor; Preoperational; Concrete stage; Formal Operations

Sensorimotor

0-2 object permanence, attachment, little language, and lives in the world of here and now

Pre-operational

2-7 Covers K-1 grades – egocentric reason dominated by perception, intuitive rather than logical reasoning, does not fully understand that a short wide glass can hold more water than a tall thin glass (conservation)

Examines how a person’s behavior is being maintained within the setting and systems

PROCESS CONSULTATION MODEL :

Uses workgroups, feedback, and work co-ordinations between groups

EFFECTIVE CLASSROOM MANAGEMENT METHODS:

Classroom rules explicitly stated and posted in the classroom; seating arrangements impact the flow and order of the class; rules must be consistently and immediately enforced; teachers provide feedback to the students (not punitive); point and level systems that are easy to implement; predictable routines; treat all students with dignity; stand close to students when giving instructions; rewards or punishments should be given immediately after the behavior

NASP AND PARENTAL NOTIFICATION AND INVOLVEMENT:

Teachers should be in contact with parents when student is struggling academically or behaviorally

PHONICS INSTRUCTION:

Sounding of letters to form words is effective method for teaching young students

Support and use a child’s strengths as much as possible (aka Capacity model)

TOKEN ECONOMIES:

Cumbersome to implement; useful if easy and practical to maintain

TEACHING METHODS:

Encourages breaking complex task into smaller tasks ; Relate lesson to the student’s life; how it is beneficial; why they need to learn this; review previous days learning; preview new assignments; use multisensory approach (auditory, visual and tactile methods)

ACCOMMODATION:

changes in the enviroment, such as letting a student use a quiet room to take a test

MODIFICATION:

Relates to special education services – actually changing a task to perform; ex. Student who has difficulty writing might be allowed to complete half the number of questions than his peers

GOAL AND ROLE OF SPECIAL ED:

Increase student’s level of independence and responsibility

CURRICULUM BASED ASSESSMENT

Used in program evaluations

CURRICULUM BASED MEASUREMENT:

Utilized for classroom/instructional intervention planning

COGNITIVE BEHAVIORAL THEORISTS:

Learning is supported by mental representations of new concepts with existing concepts (schema) and through associations (pairing of a skill or idea with a reinforce)

IDEA

Gives right to a free and appropriate public education in the least restrictive environment

FERPA

Family Education Right to Privacy Act; sponsored in 1974; aka Buckley Amendment; gives families right to review the records of their child and the files must be kept confidential; people who do not have legal privileges cannot review a student’s file; confidentiality is central to this law

SECTION 504

Civil rights law guaranteeing access to a school building and to a school’s curriculum; enforced by the office of civil rights (not the DOE) enforces it; law governing the rights of handicapped people; students with vision or hearing problems sometimes fall in this category; ADHD students are said to have a physical handicapped and are entitled to have full access to the general curriculum

Assessments must be administered in the native languages of the students; Similar to Guadalupe v. Temple School District – where it was ruled that students cannot be identified as MR unless they were properly assessed by considering the student’s primary language and had scores at least 2 SD below the mean

LARRY P v. RILES:

Ca. case ruled that percentage of minority students placed in Sp Ed classrooms could not exceed the percentage in the representative population; ruling based on the fact that there was an over-representation of minorities classified as mentally retarded

PASE v. HANNON:

Endorsed the use of standardized tests as long as they are not culturally biased and are used with other measures

MARSHALL v. GEORGIA:

Percentage of minorities in Sp Ed can exceed the percentage in the representative population as long as the appropriate and proper steps for placement were followed

HONIG v. DOE:

Sp Ed students must have a manifestation hearing to review placement if they are suspended more than 10 days

GIFTED EDUCATION:

Federal law does not require services or funding for those students who are gifted (IQ > 130)

ROWLEY v. BOARD OF EDUCATION:

Landmark case states that schools do not have to provide the best education, but an adequate

TARASOFF CASE:

Court rules that a school district has a duty to warn the parent if their son/daughter is in danger (important for anti-bullying programs)

LAU v. NICHOLS CASE:

Schools must provide accommodations for ESL students

IDEA – 1997:

Part C authorized Child Find for children 0-3 – based on PL 94-457, Education of the Handicapped Act PL-94-457 authorized early intervention of toddlers and families

PERKINS ACT:

Gives rights to transition special educational students into vocational programs; Occupational access.

NCLB:

Requires schools to hire “highly qualified” and has high standards that are gauged by objective measures. Schools that don’t meet requirements can lose federal funding

FOUR MAJOR LOBES OF THE BRAIN THAT PLAY A MAJOR ROLE IN PROCESSING INFORMATION: